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To briefly sum up the findings: Individuals who believe their talents can be developed (through hard work, good strategies, and input from others) have a growth mindset. They tend to achieve more than those with a more fixed mindset (those who believe their talents are innate gifts).
Teacher: Why were you in a out of bound zone? You have a warning.
Student: Okay, I will try not going to the out of bound zone next time.
(Growth mindset)
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The idea that math educators should focus on effort rather than on results—that failure is part of the success equation, because a set of false starts, failures, and frustrations are often necessary or unavoidable before someone could experience some degree of mathematical progress or achievement.
To fail is no shame, but failure to try again often is. A growth mindset in mathematics is to try or fail again, while failing better or faster each time.